Birth Stories from Minnesota and China!

When asked to recall a birth story, I think most women are drawn to their own. This is a picture of me and my first daughter (of three) taken on February 18th, 1985. It was quite a workout bringing her into the world. She wasn't sure she was ready to meet me and I was over anxious to meet her.  Much of it was a mystery for both of us as first timers! As a parent educator, I am amazed at the power of a birth story and it's capacity to connect parents to one another. In some ways, I am glad that I was young and naive.  I didn't worry too much about the developmental characteristics of my baby.  I just assumed things would turn out alright for all three of us, me, her and her dad.  As it turns out, it did.

I had the tremendous opportunity to travel to China with 33 other teachers this past summer.  I focused my learning trip on early childhood.  I interviewed several mothers about pregnancy and birth.  There was quite a language barrier so I also consulted Tong, a teacher friend of mine to fill in the missing details. I think the biggest cultural difference between the US and China happens in the months just before and just after birth. A mother is expected to honor many Chinese customs to insure a healthy baby.  She is expected to practice restraint while pregnant. Although a woman is encouraged to continue to move and work while pregnant, strenuous activity is discouraged.  Chinese women are more conscientious about what they eat as many foods are believed to influence the personality of a baby.  What strikes me most is the way a family changes once a child is born into it.  China has a one child policy.  When that one child is born, both sets of grandparents take a very active role in raising that child.  It is common that the woman's parents move in with the new parents as soon as they become grandparents. It was beautiful to see grandparents and their grandchildren in parks, on trains, in plazas playing and learning together.

My Amazing Advocacy Moment

Greetings to my new friends at Walden.  We made it!  We have finished the first leg of our new educational journey together.  I must admit, it was a bumpy road.  I wanted to share my favorite advocacy moment of my professional career with you all.  I had the opportunity to meet with the President in the Blue Room of the White House in April of this year.  I had his hand in mine, his eyes on me, and his ears tuned into what I was saying about the importance of investing in our nations youngest children and supporting their parents in their most important role of their lives.  It was a moment I will never forget and I wanted to share it with you. There is still time to campaign for your favorite candidate whether it be on a phone bank, or a door knock, or by writing out a check.  When you do, make sure they know that you are an early childhood teacher and that you are investing in the campaign in hopes that our elected officials will invest in small children for the future of our country. We have miles to go before we sleep!  Now......FORWARD!!

Week 7 Blogpost

I am drawn to the "Ethical Responsibilities to Families" section in the NAEYC's Code of Ethics.  As a parent educator, I am highly invested in working with and supporting parents for the best possible outcomes for them and their children.  Here are the ideals that spoke to me professionally in that document:

I-2.2 To develop relationships of mutual trust and create partnerships with the families we serve.  I work diligently to build relationships with parents from the first time I meet them.  I want to know them well and understand their hopes and dreams for their families. I work with them in groups in my classroom but I also do lots of parent education away from my classroom as well. Often times, a parent needs support outside of the context of the curriculum I am delivering in class. I need them to know that I am on their side.  Even when we are dealing with very tough topics, my success lies in the fact that parents know I am committed to them and their children.

I-2.3 To welcome all family members and encourage them to participate in the program. I teach 4 terms each school year.  Parents register and we draw attendance randomly.  It is imperative that we create a community of inclusiveness at ECFE.  We are a universal access program that welcomes all learners.  Each parent has a voice in each of my classes. I believe that parents need to know that the class belongs to them and that their voice is important.

I-2.8 To help family members enhance their understanding of their children and support the continuing development of their skills as parents. I think the focus on parents at ECFE is what makes our program unique. We are not a early childhood program with a focus on parent education.  We are a parent education program in an early childhood setting. We believe that by educating parents, we change the forecast for all children. I support parents, a child's first and most important teacher, in their most important role of their lives.

One of my primary responsibilities as a teacher in an early childhood program is to make referrals for early intervention. The Division for Early Childhood (DEC) code of ethics statement speaks to that responsibility in the "Responsive Family Centered Practices" section.

4. We shall empower families with information and resources so that they are informed consumers of services for their children.  This requires me to be aware of a multitude of resources for families.  Because of the relationship I build with families, I can partner with parents as we navigate the sometimes confusing and overwhelming task of making a referral when we suspect that a child is not developing typically.